T H E S T U D Y O F L A N G U A G E B Y G E O R G E Y U L E

SECOND LANGUAGE ACQUISITION

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SECOND LANGUAGE LEARNING

• Learning in a ‘foreign language’ setting (EFL): Learning a language that is not generally spoken in the surrounding community.

• Learning in ‘second language’ setting (ESL): Learning a language that is spoken in the surrounding community.

• Example: • EFL: Japanese students learning English in Japan.

• ESL: Japanese students learning English in USA.

• Both situations can be referred to as Second Language Learning.

More on the difference between EFL and ESL: https://www.youtube.com/watch?v=soYWBBNkC6o

ACQUISITION OR LEARNING?

• Acquisition: The gradual development of ability in a language by using it naturally in communicative situations with others who know the language.

• Learning: A more conscious process of accumulating knowledge the features of a language [such as vocabulary and grammar] in an institutional setting.

• Examples: • Learning: Students learning math in schools.

• Acquisition: Children acquiring a 2nd language. How? From long periods spent in interaction constantly using a language with native speakers of a language.

ACQUISITION BARRIERS

• The second language (L2) is usually encountered during teenage or adult years in a few hours each week of school.

• Very few adults seem to reach native-like proficiency in using an L2. • Example: Joseph Conrad, a Polish writer who was excellent

when writing in English but not in Speaking. He is regarded as one of the greatest novelists in English.

• After the critical period has passed, around the time of puberty, it becomes very difficult to acquire a language fully.

AFFECTIVE FACTORS

Many L2 learners have feelings of unwillingness or embarrassment in attempting to produce the different sounds of a language.

This may override their physical and cognitive abilities there are i.e. inhibit the learning process.

This type of emotional reaction or ‘affect’ may also be caused by dull textbooks, unpleasant classroom surrounding or an exhausting schedule of study and/or work.

These negative feelings or experiences are affective factors that can create a barrier to acquisition.

i.e. if we are stressed, uncomfortable, self-conscious or unmotivated, then we are unlikely to learn anything.

FOCUS ON METHOD

There are different methods used that aim at fostering L2 learning, among which are:

1. The Grammar-Translation Method

2. The Audio-Lingual Method

3. Communicative Approaches

FOCUS ON METHOD

THE GRAMMAR-TRANSLATION METHOD

1- The Grammar-translation method:

• A traditional approach that used vocabulary lists and grammar rules to define the target language.

• Memorization is encouraged.

• Written language rather than spoken language is emphasised.

• It was mainly used to teach dead languages such as Latin. • Students do well in exams but face difficulty when using the

language in everyday conversation. Example: https://www.youtube.com/watch?v=RKjCGBCD4FY 1:18

https://www.youtube.com/watch?v=RKjCGBCD4FYhttps://www.youtube.com/watch?v=RKjCGBCD4FYhttps://www.youtube.com/watch?v=RKjCGBCD4FYhttps://www.youtube.com/watch?v=RKjCGBCD4FY

FOCUS ON METHOD

THE AUDIO-LINGUAL METHOD

2- The Audio-lingual method: • This approach emphasised spoken language.

• The main technique used is to have students repeat in order to memorize structures.

• Belief: Fluent use of a language is essentially a set of ‘habits’ that could be developed with a lot of practice . • i.e. by repeating oral drills.

Example: https://www.youtube.com/watch?v=Pz0TPDUz3FU , 3:07

https://www.youtube.com/watch?v=Pz0TPDUz3FUhttps://www.youtube.com/watch?v=Pz0TPDUz3FUhttps://www.youtube.com/watch?v=Pz0TPDUz3FUhttps://www.youtube.com/watch?v=Pz0TPDUz3FUhttps://www.youtube.com/watch?v=Pz0TPDUz3FU

FOCUS ON METHOD

COMMUNICATIVE APPROACHES

3- Communicative Approaches: • These methods came against the belief that consciously

learning the grammar rules of a language will necessarily result in an ability to use the language.

• Instead, functions of a language (what it is used for) should be emphasised rather than forms of the language (correct grammatical or phonological structures). • Example: A class to focus on the function of ‘asking’ in different social

settings rather than the forms of past tense.

Example: https://www.youtube.com/watch?v=3kRT-rsKxn4 0:54

https://www.youtube.com/watch?v=3kRT-rsKxn4https://www.youtube.com/watch?v=3kRT-rsKxn4https://www.youtube.com/watch?v=3kRT-rsKxn4https://www.youtube.com/watch?v=3kRT-rsKxn4https://www.youtube.com/watch?v=3kRT-rsKxn4https://www.youtube.com/watch?v=3kRT-rsKxn4

FOCUS ON THE LEARNER

TRANSFER

Recently, focus has shifted from the teacher, textbook and method to the learner and the acquisition process.

Example: Errors were seen negatively before, but are now seen as a natural part of the learning process.

Some errors may be due to transfer.

Also called cross-linguistic influence.

Transfer: Using sounds, expressions or structures from L1 when performing in the L2. There are two types of transfer:

1. Positive transfer: Benefitting from an L1 rule in L2 which has it.

2. Negative transfer (interference): Using an L1 rule in L2 that isn’t found in L2.

FOCUS ON THE LEARNER

MOTIVATION

Motivation is a factor that helps students learn. There are two types of motivation:

1. Instrumental Motivation: Learning a language in order to achieve another goal, such as completing a school graduation requirement or being able to read scientific publications, but not really for social purposes.

2. Integrative Motivation: Wanting to learn L2 for social purposes, in order to take part in the social life of a community using that language.

COMMUNICATIVE COMPETENCE

Communicative Competence: The general ability to use language accurately, appropriately and flexibly.

1. Grammatical Competence: The accurate use of words and structures.

• This alone is not enough to be able to use L2 appropriately.

2. Sociolinguistic Competence: The ability to use appropriate language.

• Examples: “Can I have some water?” rather than “Give me some water!” according to social context.

3. Strategic Competence: The ability to organize a message effectively and to compensate, via strategies for any difficulties.

MORE ON STRATEGIC COMPETENCE

• In L2 use, learners inevitably experience moments when they have trouble saying something. What to do? • Some people stop talking bad idea!

• Some people use other ways to express themselves using a communication strategy good idea!

How?

• By using synonyms to substitute for words the speaker cannot recall or has not yet learned. • Example: ‘the things that horses wear under their feet’ instead of

‘horseshoes’. • This way a speaker can use vocabulary they know in order to describe a

word they don’t know.